Placement of students entering community colleges would, intuitively, seem like a simple process. Students recently graduating from high school would naturally be ready for college-level coursework and able to enroll in credit-bearing courses from the outset. Unfortunately, myriad research exists illustrating quite the contrary. In fact, the widespread placement of students into developmental courses (which do not allow them to earn college credit) creates a graveyard for the hopes and dreams of many community college students. This study was born from the extant literature on placement problems in community colleges. Finding alternative placement options is essential to increasing the number of students who enroll in college courses, persist, and hopefully complete their programs of study. One such alternative is examined herein. This study examined two groups of students entering a large, urban community college in North Carolina. Group A comprised students who had a high school GPA between 2.60-3.00 who received the Multiple Measures waiver (thus avoiding developmental courses). Group B comprised students who had a high school GPA of 2.60-3.00 who did not receive the Multiple Measures waiver and who placed out of developmental courses via placement tests. Propensity score matching was used to determine the effectiveness of the Multiple Measures policy by identifying differences in student success (completion of college-level math and/or English courses, retention [fall-to-spring and fall-to-fall]) between the two groups. Findings and implications for future research are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]